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Breaking Ranks II:Leading and Supporting High
School Reform
Janice OllarviaDistinguished Principal for Secondary School Reform
Breaking Ranks II:Leading and Supporting High
School Reform
Developed for “Preparing America’s Future”-Regional H.S.
Summits
School Leadership Services3
Session Outcomes
Understand the need/rationale for Breaking Ranks II and how
it differs from the 1996 Breaking Ranks report.
Review the program elements of Breaking Ranks II.
School Leadership Services4
Session Outcomes
Identify and understand the challenges for Districts and States.Identify and understand the ways that Districts and States
can support Principals who “break ranks.”
School Leadership Services5
How the Reports Differ:
BR I (1996): A manifesto, a series of 82 recommendations for high school reform.
BR II (2204): A hands-on field guide, 31 recommendations, examples, tools and tips.
School Leadership Services6
BRII Outlines Strategies for Transforming H.S. In 3 Areas:
Collaborative Leadership and Professional Learning Communities
PersonalizationCurriculum, Instruction and Assessment
School Leadership Services7
Breaking Ranks II
Principals can use BRII as a guide to creating 21st century high schools: more student-centered and more personalized in programs, support services, and intellectual rigor.
School Leadership Services8
Why “Break Ranks” in Our High Schools?
High drop-out rates.
Widening achievement gaps.
Disengaged students.
Graduates unprepared for post-secondary education and/or training.
Lack of academic rigor for all except a few students.
School Leadership Services9
Breaking Ranks II:
Calls on high school principals to take responsibility for increasing the academic achievement of all students.
School Leadership Services10
Critical Point #1
•All principals, not just a few early reformers,
must accept responsibility for the
task and for taking the steps to make it
happen.
School Leadership Services11
Critical Point #2
• Relying exclusively on principals—no matter their
commitment to or capacity for reform—will lead to the creation of a few high
performing schools within systems that allow and even
perpetuate mediocrity.
School Leadership Services12
Systemic Improvement Of H.S.:The Challenge for Districts and
States
Lack of Overall Capacity
Lack of Experience with High School Reform
School Leadership Services13
Supporting Systemwide Change:
Recommendations for Districts, States and the Federal Government to Help High School Principals Break Ranks:
School Leadership Services14
Supporting Systemwide Change:
Currently, “the district administrator is the single most important individual for setting the expectations and tone of the pattern of school change.”
Michael Fullan
School Leadership Services15
Where should district and state administrators begin?
Focus on instruction, teaching and learning.
School Leadership Services16
Where should district and state administrators begin?
Create conditions for collaborative teacher and principal professionalism.
Mobilize parents and community.
School Leadership Services17
Where Should District and State Administrators Begin?
Ensure coherent articulation with middle schools and local post-secondary institutions.
Utilize data strategically.
School Leadership Services18
Where Should District and State Administrators Begin?
USE DISTRICT RESOURCES TO HIRE, PROMOTE AND SUPPORT OUTSTANDING TEACHERS AND ADMINISTRATORS!!
School Leadership Services19
Helpful Features of Breaking Ranks II
Multiple examples-urban, rural and suburban-of schools successfully implementing recommendations.
School Leadership Services20
Helpful Features of Breaking Ranks II
Honest recognition of the implementation challenges paired with multiple strategies for success.
School Leadership Services21
Helpful Features of Breaking Ranks II
Tools, rubrics and surveys to help principals and schools with self-assessment.